[[abstract]]Charlotte Perkins Gilman(1860-1935) is one of the well-known feminist educationalists during the first women's movement in America. In her most famous novel, Herland, Gilman not only exposed the sex-role stereotype in her society, but also advocated the motherhood-centered philosophy of education . On the basis of the tendency to study educational theories from feminist standpoint and to emphasize the uniqueness and value of Gilman's theory of education, the main purposes of this thesis are to investigate Gilman's social philosophy of motherhood, and to study the assertions extended from her pedagogical theory concerning children. This thesis includes four parts. The first is to explore Gilman's life and the historical context of her thoughts. The second is to study Gilman's social philosophy and feminist insights. The third is to illustrate Gilman's pedagogical theory concerning children and her philosophy of education. The final is to place her theory within the tradition of philosophical thoughts of education, and within feminist context. The major findings of this thesis are as followings: the first is that Gilman was especially concerned about pedagogical theory concerning early children, and her most important assertions about children education are baby-gardens and unconscious schooling. Secondly, the author thinks that Gilman’s philosophy of education could be illustrated by using three educational metaphors adopting from K. E. Maloney: “education as social nourishment”, “education as social parentage”, and “education as social motherhood”. By practicing those three educational metaphors, Gilman considered that social evolution would arrive at the final goal：a humanized .society.
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